Table Of ContentTHE DYNAMICS
OF CONCEPTS
by
KAZIMIERZ DĄBROWSKI MD., Ph.D.
Professor and Director of Clinical
Research and Internship
the University of Alberta,
Edmonton, Alberta
with the methodological collaboration of
Andrzej Kawczak, LL.M., Ph.D.
Department of Philosophy
Loyola of Montreal
and
Janina Sochanska
Master of Philosophy
Warsaw, Poland
GRYF PUBLICATIONS LTD.
LONDON 1973
©All copyrights reserved 1973
Printed by Gryf Printers (H.C) Ltd - 171, Battersea Church Road,
London, S.W. 11. Gt. Britain.
TABLE OF CONTENTS
INTRODUCTION ..................................................................................................... vii
1. MULTILEVELNESS OF REALITY ................................................................... 1
2. MULTILEVEL EMPIRICISM ............................................................................ 6
3. MULTILEVELNESS OF INSTINCTIVE DYNAMISMS .................................... 10
4. MULTILEVEL EQUILIBRIUM .......................................................................... 13
5. MULTILEVELNESS OF JOY AND SADNESS ................................................ 17
6. THE DEVELOPMENTAL INSTINCT ............................................................... 21
7. THE CREATIVE INSTINCT ............................................................................. 24
8. THE INSTINCT OF SELF-PERFECTION ....................................................... 28
9. PARTIAL DEATH INSTINCT ........................................................................... 33
10. NEGATIVE INTEGRATION ............................................................................ 37
11. POSITIVE DISINTEGRATION ....................................................................... 41
12. POSITIVE ALIENATION ................................................................................ 47
13. ASTONISHMENT WITH ONESELF ............................................................... 51
14. DISQUIETUDE WITH ONESELF ................................................................... 53
15. INIFERIORITY FEELING TOWARD ONESELF ............................................ 56
16. SATISFACTION WITH ONESELF ................................................................. 59
17. THE FEELINGS OF SHAME AND GUILT ..................................................... 62
18. NEGATIVE ADJUSTMENT AND POSITIVE MALADJUSTMENT ................. 65
19. CREATIVE INNER CONFLICT ...................................................................... 68
20. POSITIVE REGRESSION .............................................................................. 71
21. THE DYNAMISM “SUBJECT-OBJECT” IN ONESELF .................................. 74
22. THE THIRD FACTOR .................................................................................... 76
23. INNER PSYCHIC TRANSFORMATION ........................................................ 81
24. IDENTIFICATION ........................................................................................... 84
25. SYNTONY AND EMPATHY ........................................................................... 86
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26. AUTONOMY ..................................................................................................... 89
27. AUTHENTISM ................................................................................................... 91
28. RESPONSIBILITY ............................................................................................ 95
29. ACTIVATION OF THE IDEAL ........................................................................... 99
30. THE DISPOSING AND DIRECTING CENTE ................................................... 101
31. WILL .................................................................................................................. 104
32. PERSONALITY ................................................................................................. 108
33. THE INNER PSYCHIC MILIEU ......................................................................... 113
34. POSITIVE MENTAL TENSION ......................................................................... 117
35. OBJECTIVIZATION OF EMOTIONAL FUNCTIONS ........................................ 121
36. SUBJECTIVITY AND OBJECTIVITY IN MENTAL
DEVELOPMENT AND EDUCATION ...................................................................... 123
37. THE EXISTENTIO-ESSENTIALIST COMPOUND IN HUMAN
PERSONALITY ............................................................................................ 127
38. TRANSCENDENCE OF THE BIOLOGICAL LIFE CYCLE ............................... 130
39. TRANSCENDENCE OF THE PSYCHOLOGICAL TYPE ................................. 135
40. THE EMPIRICO-NORMATIVE COMPOUNDS IN MENTAL DEVELOPMENT 139
41. SELF-CONTROL THOUGH INSTINCTIVE AND EMOTIONAL DYNAMISMS . 144
42. NERVOUSNESS............................................................................................... 146
43. PSYCHONEUROSES ....................................................................................... 149
44. POSITIVE IMMATURITY .................................................................................. 153
45. CREATIVE DEPRESSION................................................................................ 156
46. INTERNEUROTIC AND INTRANEUROTIC
DIFFERENCES IN LEVELS OF FUNCTIONS ............................................. 158
47. IMMUNIZATION THROUGH PSYCHONEUROSES ........................................ 161
48. PSYCHOPATHY AND PSYCHONEUROSIS ................................................... 166
49. PARANOID AND PARANOID-LIKE PROCESS AND STRUCTURE ................ 168
50. CREATIVE PSYCHOPATHOLOGY.................................................................. 172
51. MENTAL HEALTH ............................................................................................ 175
52. HUMANISTIC PSYCHOLOGY .......................................................................... 183
53. INTUITION ........................................................................................................ 188
BIBLIOGRAPHY ..................................................................................................... 193
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INTRODUCTION
A critical analysis and revision of concepts is of special importance in the
domain of psychology, because of the great amount of confusion and ambiguity
reigning here today. Utmost care in the use of concepts in psychology is
necessary because of the more complex and less palpable nature of mental
processes as distinguished from the processes observable in physical reality.
Some areas of psychological studies seem to be in a particularly
disadvantageous position. In developmental psychology of man, for instance we
are dealing with phenomena of a relatively short period of duration and growth so
that the empirical material accessible to observations is incomparably more
limited than the remnants of ages of the development of kinds and species of
animals available for a researcher in biology. It is not only true that its subject
matter belongs to this sphere of reality which is of a much later appearance than
the subject matter of most other disciplines.
The terminology of contemporary psychology is extremely complicated
and confusing. It is notorious that one and the sane term refers to distinctly
different phenomena, while phenomena of the same kind are referred to by
different terms. Hence the need, even the necessity of a revision of many crucial
concepts, of new distinctions and of an examination of concepts from a dynamic,
developmental point of view; that is to say, from the viewpoint which will
acknowledge fundamental transformations of the content of mental processes
and related concepts.
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Such a dynamic point of view is characteristic of positive disintegration
and also of some semantic studies. Contrary to the tendencies to precision and
reductionism of the many meanings of a given concept to just one meaning, this
new point of view represents the tendency to disintegrate and even break up
many concepts into a number of clearly differentiated concepts. It is due to the
need to find an adequate new conceptual expression for new insights into reality
which cannot be adequately expressed by means of former concepts and
distinctions This process of disintegration of concepts is frequently followed by a
later process of an opposite nature which combines and integrates formerly
separated conceptual units which are strictly elaborated. Growing knowledge of
reality may generate the need to reunite various threads of thought in a
secondary integration of concepts at a higher level which expresses new
insights. As examples of this secondary integrating process we may mention the
concept of higher emotions (attitudes) which combines intellectual, emotional and
volitional components, as well as, existentio-essentialist and empirico-normative
compounds discussed in separate chapters of this book.
The present work is devoted to the examination of the dynamics of certain
concepts, particularly those which are significant for the theory of positive
disintegration.
The changeability of concepts and terms depends on the psychic
transformation of man and expresses the developmental transformation of
human individuals, the growth of their autonomy and authenticity, of their inner
psychic milieu and of their growing richness of life experiences. Great creative
individuals in the fields of art, literature and on the borderline of those two fields,
often challenge and transform ideas and aesthetic forms and, thus, contribute to
the formation and later, general acceptance of new form by more or less large
social circles. Sometimes the general atmosphere is particularly favorable to a
creative revision of concepts. The social,
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political, artistic and moral spirit, characteristic for certain periods of accelerated
cultural growth, e.g. Athens at the time of Pericles, Renaissance, etc., not only
allows great transformations, but stimulates and “reinforces” the creative activity
of talented individuals.
To illustrate our viewpoint let us briefly discuss the dynamic aspects of the
uses of some concepts. The idea of multilevelness, that is to say, the distinctions
of higher and lower functions seems to be indispensable in psychology,
education, sociology, ethics, psychiatry, philosophy and in other areas of
humanities and social sciences. Due to the specific nature of mental
development in man which consists in the transition from lower, automatic and
rigidly organized mental structures and functions to higher, creative, self-
controlled and authentic forms of mental life-developmental psychology is unable
to give a satisfactory account of this process without the use of the concept of
multilevelness. It cannot be denied that the unilevel approach to mental
processes, characteristic of behaviorism, offers the advantage of a more precise
terminology, a wide use of operational definitions, and techniques which depend
on great numbers and facilitate the application of statistical methods However,
the benefits are illusory and deceptive, if precision and quantitative elaboration
are gained at the expense of the most important aspects of human reality, if they
result from a simplified and one-sided interpretation.
The trials and failures of many psychological schools in the last fifty years
in their attempts to set up system of well-ordered unequivocal concepts probably
results from the rigid unilevel, horizontal viewpoint on human life and behavior
and from the need to overcome the difficulties in statistical analysis of mental
processes of a higher level, which are observable only in numerically restricted
groups. The unilevel, horizontal approach attempts to attain a satisfactory
description and explanation of mental processes which underwent significant
transformations and gave birth to new qualities by means
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of the same concepts which are applicable only to the study of simple, lower level
mental processes. This confusion is particularly striking in the description of
autonomic factors, creative dynamisms, processes of self-perfection, authenticity,
etc.—generally in the sphere of so-called “higher mental functions,” which are far
more significant than the studies of relatively simple mental processes, such as
perception.
It appears obvious that the ability to understand and to successfully apply
the concept of multilevelness depends upon the development of personality of
the individual. A person intensively developing, but in a narrow field, or exhibiting
only the beginnings of an all-around development of basic mental functions, will
hardly understand and accept the distinction of mental levels. Such a person will
easily feel that the concept of multilevelness is not concrete enough to be applied
in scientific endeavors, not precise enough to allow statistical analysis. This kind
of difficulty is analogous to those which arise in the study of art or mathematics,
for example, from students lacking the necessary abilities or preparation.
The usefulness of the concept of multilevelness becomes apparent when
we apply it to the analysis of human instincts. By introducing the concepts of the
developmental, creative and self-perfection instincts into our work we seem to
confuse the concept of instinct. According to the traditional use of this term
instincts are innate, acquired in the course of phylogenetic development and
common to animals and men. However, careful clinical observations and
analyses indicate that in ontogeny forces arise which show the same or even
greater strength and cohesion than the forces previously recognized as instincts.
The above-mentioned drives toward mental development, self-perfection and
creativity take a dominant role in the lives of some individuals and suppress or
substantially transform other instincts. If we refer to these dynamisms by the
same name which traditionally has been applied only to the forces observable in
all or almost all members of
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a species, we seem to create unnecessary confusion about the concept of
instinct. But, we fell that a mechanical application of the concept of instinct
elaborated in the study of animals to human reality leads to even more serious
confusion and futility. Our attempts to give a theoretical account of specifically
human forces will never succeed if we continue to disregard the dynamic,
developmental and multilevel nature of human ontogeny. The distinction of
higher and lower instincts, as well as, the distinctions of higher and lower levels
within one instinct and its ontogenetic transformations seem to be indispensable
to achieve an adequate understanding and theoretical description of mental
development.
Another illustration of our contention about the advantages of a dynamic
and multilevel approach to the study of mental functions is the concept of social
adjustment and maladjustment. We find various kinds and stages of development
and adjustment, starting from total, indiscriminate adjustment to all, even the
most primitive patterns prevalent in social environment, to a refined psychological
need for adjustment to a higher hierarchy of values and one’s ideal of
personality. The idea of adjustment has its various forms and content depending
on the developmental level of the individual. The same is true of maladjustment,
starting from pathological, psychopathic., even criminal violation of social
standards to those forms of maladjustment which are observable in all mentally
developing individuals and imply rejection of and conflict with the primitive levels
and increasing harmonization with the higher levels of reality. Thus, we notice the
growing developmental complexity and the “crisis” of the process and of the
concept of adjustment. We deal with the differentiation of adjustment to “what is”
and adjustment to “what ought to be” which implies maladjustment to “what is.”
This is the concept of positive maladjustment. The growing conceptual
complexity and substantial change in the use of concepts is characteristic of
every process of growing
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